Тиллар ўҚитиш методикаси ва таълим технологиялари

LECTURE 13.
TEACHING WRITING TO A2 LEVEL LEARNERS
Lecture outline
1. Writing is a goal and means of EL teaching and learning
2. Forming/developing writing competence at school, lyceum and college
3. Approaches to teach writing in the EL
Key words: communicative activity, tree-phase structure, inducement- motivation, analytical-syntactical, operation, a means (a support skill) and as an end (communicative skill), pattern power, meaning mastery, dictionary skills. Text- based approach, writer based, the genre approach.
References
1.Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам. Лингводидактика и методика. - М.: Академия, 2007. -С.258-259.
2. Badger R.G., White G. A process genre approach to language pedagogy. // J. ELT 54 (2), 2000-P.163-160.
3.Balan R., Cehan A. & et.al. . In-service Distance Training Course for Teachers of English. -Romania: Polirom, 2003. - P. 185.
4.Cook G.E., Esposito M., Gabrielson T., Turner G.R. Spelling for Word Mastery. -Toronto, London, Sydney: Charles E. Merrill Publishing Co, 1984
5.Marshal L., Rowland F. Learning Independently. - Glasgow: Bell and Bain Ltd., 2003. - P.184.
6.Milrud R.P. English Teaching Methodology. -M.: Drofa, 2007. -P.182..
7.Nunan D. Second Language Teaching and Learning. - Boston: Heinle and Heinle Publishers, 1999.
8. Rimes A. Techniques in Teaching Writing. -Oxford: OUP, 1983. -P.10-11.
Writing is a goal and means of EL teaching and learning
Writing is a complex communicative activity. It helps to communicate in the written form with the help of graphical symbols. Writing is a type of speech activity as “a communicative skill to encode, store and send messages with the help of written symbols”.
The product of this type of speech activity is a text for reading.
Writing is characterized by the three-phase structure: 1) inducement- motivation, 2) analytical-syntactical and 2) operation. Under the first phase the motive appears as an intention to communicate. The author’s message has an intention to inform somebody.
In the second phase an utterance is formed and pronounced: the necessary words for producing the utterance are selected, within a set of sentences, subjective area of indicators is distributed, and the predicate or a key part of the idea organization between sentences is defined.
The third phase of writing is decoding of the idea/message with the help of graphical symbols.
In the ELT the writing is the goal and means of teaching and learning. The goal of teaching writing is to teach production of written texts which students can write in the native language. To produce the written text students should master mechanics (techniques) of writing. That’s why, in domestic methodology the two types of writing are distinguished: 1) mechanics of writing (handwriting, spelling, punctuation; 2) process of expressing ideas in a graphical form.
Writing is meant as acquiring graphical and orthographical systems of EL by students for fixation speech and language material to remember it and support acquiring oral speech. Modern approaches to teaching writing recognize its dual purpose: as a means (a support skill) and as an end (communicative skill).
Writing refers to several sub-skills: putting words on paper, making sentences and linking them in paragraphs, developing essays and many others. So, writing is also a support skill.
At the elementary and intermediate levels it helps to think and to learn. Writing new words and structures help students remember new words; written practice helps students focus their attention on what they are learning. It is important for developing all skills. Writing serves as learning and controlling means.
It needs some forms of instruction and imposes an appropriate use of the language. That’s why the operation and activities are divided into groups: 1) those designed to develop the writing skills and 2) which provided opportunity of practicing English. “A task which provides little or no practice for students to extend their knowledge of appropriate content or context or to raise their awareness about writing process is not really a writing task but general learning task using writing.”
To understand dual purpose of writing as a sub-skill and communicative skill in ELT we should examine the content of the Table 1 which summarizes the above- mentioned information.
Table 1.Writing as a means and purpose in ELT

Writing to learn	Learning to write
A means of engaging students with other language skills: 1) as a means of getting students to practice a particular language point; 2) as a method of testing it.	A purpose for forming/developing a writing skill. Practice written forms at the level of a word, sentence, structure and content organization.
Activities: note down new vocabulary, copy out grammar rules; write answers to reading and listening comprehension questions, to written tests.	Activities: writing a letter, report, narrative story, describing the picture, combining writing with other speech activities - writing a response to reading an article, writing an annotation to the text, etc.

Forming/developing writing competence at school, lyceum and college

The success of writing as a communicative skill is a long-term process which is difficult and demands a lot of efforts from the teacher and students.
Sub-skills of EL teaching to write for the beginning stage: handwriting and spelling. There are difficulties related to: l) inter-language interference: similar letters of the Uzbek/Russian/English languages so the native can get confused.
E.g.: Тт-Tt; Рр -Rr: 2) intra-language interference: the letters which are similar in the EL are difficult. E.g.: b-d, p-q, t-f-l.
It is a very difficult process forming spelling skills in the EL. The process of forming
writing sub-skills (handwriting and spelling) and skills (communicative) at the beginning stage includes a set of activities^:
• Pattern power: Write the spelling words in which [a] is spelled these ways
a______________ ; ey___________________
ea ______________ ay____________________
ai _________________ a-e____________________
• Meaning mastery: Write the spelling of words that complete these sentences.
• Dictionary skills: 1) Write the given spelling of words in alphabetical order;
b) In the dictionary entry parts of speech are shown by using the following abbreviation: n - noun; vb - verb; adj - adjective, adv - adverb. Classify the given words according to the parts of speech.
• Word building: A) If you change the underlined vowel in the word, you can make a new word: blend +o = blond; B) The same sounds are often spelled in different ways. Write the spelling of words that rhymes with these words. See sample. Made - aid.
• Handwriting activity: Practice writing of the given spelling of words that have at least one-two consonant blend in the word. Write each word three times, making sure you join the letters correctly: draft, stuck, blend, cliff,.
• Challenge words: Write the correct challenge words to complete the micro¬text.
• Proofreading practice: Find the words that John spelled incorrectly, and write the words correctly at the end of each sentence.
The girl had a dream about becoming a great athlete.
• Writing activities. A) Complete this sentence to surprise your readers by writing a short story with an unexpected ending; B) Brainstorming is a good way to get ideas for a short story. Choose a spelling word, and write what it makes you think of. Write as many ideas as you can. Remember to begin the sentence with a capital letter and end with a period.
Teaching writing proposes mastering the text format as a typical layout of the text as a congratulation and condolences, telegrams, notes, signs, labels, captions, notices, menus, advertisements, personal or business letters, invitations, application for a job. CV (Curriculum Vitae), references, recipes, diaries, log¬books, dictation, note-taking, reproductions, abstracts, summaries, reviews, reports, precis, synopsis, case-studies, projects, essay, stories, poems.
The knowledge for forming and developing writing sub-skills are presented in the Table 2.